Week 1 - Week 5: 6/1/2011 - 6/30/2011: Summer ACE Technology Integration Pilot Program This is truly the opportunity of a lifetime and I wasn't about to waste it. As mentioned before, I had the ultimate opportunity to run a pilot program with three elementary teachers and three secondary teachers in an effort to implement technology to increase student achievement and overall learning. I accepted the challenge presented by Dr. Galvan with one goal in mind “Web 2.0 tools and zero waste”. Let me just say that the research was correct, technology-based instruction with ample collaboration and research opportunities leads to student satisfaction and higher student achievement. As a result of this opportunity, I have decided that I would like to stay in the classroom a few more years and continue the summer technology program funded by After School Center for Education. Despite my high level of expertise in technology concepts, I need more experience in the classroom before a change in position. Although the technology educational specialist position does not exist in my district, I will be working diligently alongside the technology director to create such a position. Now this 4 week pilot program was the first of it's kind here in the small district of Mercedes however several things were learned from it. Students enjoy using technology in almost all aspects of their lives however when it comes to applying it to their studies they are not adequately trained. The authors point this out several times throughout the chapter. “They are still unprepared to use technology to pursue post secondary studies, daily work in various professional and technical field, lifelong learning, and academic achievement” (Williamson & Redish, 2009, p. 58), “business community members, parents, government officials, and educators are concerned that schools are not preparing students for life, work, and learning after high school” (Williamson & Redish, 2009, p. 60), and “although teens may be able to use technology in their own personal lives, educators may have neglected to teach them how to use technology for learning and work” (Williamson & Redish, 2009, p. 60) are all tied to a central theme. I most certainly agree with all of these statements and acknowledge that we are not making the connection between the technologies and the curriculum. Most educators use either or resulting in the opposite of interdependence. In addition to this dilemma, our educators are even further behind as they lack proper digital media literacy skills and techniques (2011 Horizon Report, p. 5). As technology leaders, we must model the proper way to introduce the student technology standards (NETS for students) in any classroom to make best use of technology equipment and resources. I had a golden opportunity this summer to do just that. I worked as a technology facilitator during the course of 4 weeks. I was assigned to three elementary reading teachers and each one was to use a specific technology to teach poetry and other literary elements. The educators were issued technology equipment of their choice and more importantly they were allotted 2 hours per day with me. The third grade teacher was given a Mimio (smartboard), 4 iPads, digital camera and 6 classroom computers. The fourth grade teacher was assigned a digital camera, 4 iPads, and 6 classroom computers. Last, the fifth grade teacher was given 6 laptop computers and a digital camera. Daalma Cuevas, the third grade teacher taught poetry to a group of students in 50-minute classes. We took two field trips and utilized the digital camera to take pictures of sea turtles and other wildlife. We returned to the classroom and students created a Prezi (zooming presentation) of their field trips, haiku poems of their own on a haiku creator (web based), and highly interactive game based learning using the Mimio device. Jessica Salinas, the fourth grade teacher, used iPads with the students to create their own poems. Last, Marco Islas, fifth grade teacher allowed students to use the laptops to create their own comics using Pixton.com. Although Mr. Islas’ classroom only used laptops, his classroom experienced the highest rate of success among the three teachers. Ms. Cuevas did an excellent job using all 4 pieces of technology however the best tools were the desktop computers and the Mimio device. Last, Mrs. Salinas did struggle to incorporate the technology she had with her students. Her reliance on the iPads as her primary tool caused her to fall behind. We experienced many issues with the iPads including loss of Wi-Fi signal, Flash enabled websites and lack of options available to iPad users. I am very proud of Mrs. Salinas determination to stick with the iPads through the entire summer. I do believe that there are many positive learning experiences that took place during this pilot program. The best results came from using the laptops and desktop computers. Both Mr. Islas and Ms. Cuevas’ students were successful in teaching the content in a technology rich environment due to proper planning and openness to ideas. I assisted these teachers on a daily basis, provided resources, and modeled the use of these technologies to help teach their content. Although, I am a big fan of iOS devices such as the iPad and iPod, they have a long way to go in comparison to the versatility that laptops and desktops offer. Next summer my plans are help teachers use blogs in the classroom to focus on the particular content. According to Pitler and et al. (2007), blogs can be an excellent tool for students to learn poetry and be given timely and appropriate feedback (p. 53-54). It is an 8-step process however it allows for students to continuously refine their work and master the content at hand. This doesn’t mean I have given up on iPads. Although we had no true success with iPads, I am determined to develop lessons and ideas that revolve on this tablet device just in time for summer use. I plan to have example lessons and activities ready to model to next summer’s group of teachers. My goal is to prove that we can teach an entire unit using just one piece of technology and emit zero waste (paper and other tangible supplies). I believe that his activity was related to and helped me master the following standards/indicators: TF-VIII.E.1. / TF-I.A.1 / TF-I.A.2. / TF-II.A.1. / TF-II.A.2. / TF-II.C.2. / TF-II.E.1. / TF-III.A.2. / TF-III.A.5. / TF-III.A.7. This entire pilot program is most closely related to the examination of components needed for effective field-based related experiences in instructional program development, facility and resource management, WAN/LAN/wireless systems, and managing change related to technology use in school-based settings.
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, Va.: Association for Supervision and Curriculum Development.
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: what every K-12 leader should know and be able to do. Eugene,OR: International Society for Technology in Education.
This is truly the opportunity of a lifetime and I wasn't about to waste it. As mentioned before, I had the ultimate opportunity to run a pilot program with three elementary teachers and three secondary teachers in an effort to implement technology to increase student achievement and overall learning. I accepted the challenge presented by Dr. Galvan with one goal in mind “Web 2.0 tools and zero waste”. Let me just say that the research was correct, technology-based instruction with ample collaboration and research opportunities leads to student satisfaction and higher student achievement. As a result of this opportunity, I have decided that I would like to stay in the classroom a few more years and continue the summer technology program funded by After School Center for Education. Despite my high level of expertise in technology concepts, I need more experience in the classroom before a change in position. Although the technology educational specialist position does not exist in my district, I will be working diligently alongside the technology director to create such a position. Now this 4 week pilot program was the first of it's kind here in the small district of Mercedes however several things were learned from it.
Students enjoy using technology in almost all aspects of their lives however when it comes to applying it to their studies they are not adequately trained. The authors point this out several times throughout the chapter. “They are still unprepared to use technology to pursue post secondary studies, daily work in various professional and technical field, lifelong learning, and academic achievement” (Williamson & Redish, 2009, p. 58), “business community members, parents, government officials, and educators are concerned that schools are not preparing students for life, work, and learning after high school” (Williamson & Redish, 2009, p. 60), and “although teens may be able to use technology in their own personal lives, educators may have neglected to teach them how to use technology for learning and work” (Williamson & Redish, 2009, p. 60) are all tied to a central theme. I most certainly agree with all of these statements and acknowledge that we are not making the connection between the technologies and the curriculum. Most educators use either or resulting in the opposite of interdependence. In addition to this dilemma, our educators are even further behind as they lack proper digital media literacy skills and techniques (2011 Horizon Report, p. 5).
As technology leaders, we must model the proper way to introduce the student technology standards (NETS for students) in any classroom to make best use of technology equipment and resources. I had a golden opportunity this summer to do just that. I worked as a technology facilitator during the course of 4 weeks. I was assigned to three elementary reading teachers and each one was to use a specific technology to teach poetry and other literary elements. The educators were issued technology equipment of their choice and more importantly they were allotted 2 hours per day with me. The third grade teacher was given a Mimio (smartboard), 4 iPads, digital camera and 6 classroom computers. The fourth grade teacher was assigned a digital camera, 4 iPads, and 6 classroom computers. Last, the fifth grade teacher was given 6 laptop computers and a digital camera. Daalma Cuevas, the third grade teacher taught poetry to a group of students in 50-minute classes. We took two field trips and utilized the digital camera to take pictures of sea turtles and other wildlife. We returned to the classroom and students created a Prezi (zooming presentation) of their field trips, haiku poems of their own on a haiku creator (web based), and highly interactive game based learning using the Mimio device. Jessica Salinas, the fourth grade teacher, used iPads with the students to create their own poems. Last, Marco Islas, fifth grade teacher allowed students to use the laptops to create their own comics using Pixton.com. Although Mr. Islas’ classroom only used laptops, his classroom experienced the highest rate of success among the three teachers. Ms. Cuevas did an excellent job using all 4 pieces of technology however the best tools were the desktop computers and the Mimio device. Last, Mrs. Salinas did struggle to incorporate the technology she had with her students. Her reliance on the iPads as her primary tool caused her to fall behind. We experienced many issues with the iPads including loss of Wi-Fi signal, Flash enabled websites and lack of options available to iPad users. I am very proud of Mrs. Salinas determination to stick with the iPads through the entire summer. I do believe that there are many positive learning experiences that took place during this pilot program. The best results came from using the laptops and desktop computers. Both Mr. Islas and Ms. Cuevas’ students were successful in teaching the content in a technology rich environment due to proper planning and openness to ideas. I assisted these teachers on a daily basis, provided resources, and modeled the use of these technologies to help teach their content. Although, I am a big fan of iOS devices such as the iPad and iPod, they have a long way to go in comparison to the versatility that laptops and desktops offer. Next summer my plans are help teachers use blogs in the classroom to focus on the particular content. According to Pitler and et al. (2007), blogs can be an excellent tool for students to learn poetry and be given timely and appropriate feedback (p. 53-54). It is an 8-step process however it allows for students to continuously refine their work and master the content at hand. This doesn’t mean I have given up on iPads. Although we had no true success with iPads, I am determined to develop lessons and ideas that revolve on this tablet device just in time for summer use. I plan to have example lessons and activities ready to model to next summer’s group of teachers. My goal is to prove that we can teach an entire unit using just one piece of technology and emit zero waste (paper and other tangible supplies). I believe that his activity was related to and helped me master the following standards/indicators: TF-VIII.E.1. / TF-I.A.1 / TF-I.A.2. / TF-II.A.1. / TF-II.A.2. / TF-II.C.2. / TF-II.E.1. / TF-III.A.2. / TF-III.A.5. / TF-III.A.7. This entire pilot program is most closely related to the examination of components needed for effective field-based related experiences in instructional program development, facility and resource management, WAN/LAN/wireless systems, and managing change related to technology use in school-based settings.
Sources:
Horizon Report 2011. (n.d.). CoSN Home Page. Retrieved October 11, 2011, from http://www.cosn.org/Default.aspx?TabId=6375
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, Va.: Association for Supervision and Curriculum Development.
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: what every K-12 leader should know and be able to do. Eugene,OR: International Society for Technology in Education.